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S.01 – Thread Standards Map for Using Standard English Grammar & Using Conventions

This is a standards map for the concept of using standard English grammar and usage conventions. It is specific to Standard 1 of the Conventions of Standard English Anchor in the Language standards of the CCSS ELA standards.

Standards

  1. Common Core State Standards: English Language Arts > G.K > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Print many upper- and lowercase letters.
    2. Use frequently occurring nouns and verbs.
    3. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
    4. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
    5. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
    6. Produce and expand complete sentences in shared language activities.
    Content Skills Learning Targets Big Ideas Essential Questions
    English Grammar/Usage
    Plural Nouns [c] e.g.
    Interrogatives [d] e.g.
    Prepositions [e] e.g.
    2 - Demonstrate (Command of conventions of English grammar)
    1 - Print (Many upper- and lowercase [a])
    3 - Use (Nouns/verbs [b])
    6 - Form (Plural nouns [c])
    2 - Understand (Question words [d])
    3 - Use (Question words [d])
    3 - Use (Prepositions [e])
    6 - Produce (Complete sentences [f])
    3 - Expand (Complete sentences [f])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    1 - I can print many upper- and lowercase letters. [a]
    3 - I can use frequently occurring nouns and verbs. [b]
    6 - I can form regular plural nouns orally by adding /s/ or /es/ [c]
    3 - I can understand and use question words. [d]
    3 - I can use the most frequently occurring prepositions. [e]
    6 - I can produce and expand complete sentences in shared language activities. [f]
    A. English language is written with uppercase and lowercase alphabet letters that form all words.
    B. Once we learn more familiar words that we see often, we can expand our vocabulary and vary communication.
    C. English forms plurals by a distinct s or es ending with exceptions, and verbs also agree with nouns of sentences.
    D. Plural endings often depend on ending sounds of the nouns.
    E. Question words are used to ask for specific information; they are usually followed by verbs, often with an auxiliary form of do, did, does.
    F. Prepositions add to the quality of descriptions by telling location or other descriptive information about subjects.
    G. Sentences can be expanded by adding prepositional phrases, adverbs, more descriptive words.
    A.1 Why must I learn the alphabet?
    B.1 Why use frequently occurring nouns and verbs?
    C.1 How are plurals usually formed in English?
    D.1 How can I recognize if a word is plural?
    E.1 How are question words used?
    F.1 How are prepositions used in sentences?
    G.1 How can I produce complete sentences in shared language activities?
  2. Common Core State Standards: English Language Arts > G.1 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Print all upper- and lowercase letters.
    2. Use common, proper, and possessive nouns.
    3. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
    4. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
    5. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
    6. Use frequently occurring adjectives.
    7. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
    8. Use determiners (e.g., articles, demonstratives).
    9. Use frequently occurring prepositions (e.g., during, beyond, toward).
    10. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Demonstrate (command of conventions of English grammar)
    1 - Print (All upper- and lowercase [a])
    3 - Use (Common, proper, possessive nouns [b])
    3 - Use (Singular, plural nouns [c])
    3 - Use (Personal, possessive, and indefinite pronouns [d])
    3 - Use (Verbs [e])
    3 - Use (Adjectives [f])
    3 - Use (Conjunctions [g])
    3 - Use (Determiners [h])
    3 - Use (Prepositions [i])
    6 - Produce (Sentences [j])
    3 - Expand (Sentences [j])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    1 - I can print all upper- and lowercase letters. [a]
    3 - I can use common, proper, and possessive nouns. [b]
    3 - I can use singular and plural nouns with matching verbs in basic sentences. [c]
    3 - I can use personal, possessive, and indefinite pronouns. [d]
    3 - I can use verbs to convey a sense of past, present, and future. [e]
    3 - I can use frequently occurring adjectives. [f]
    3 - I can use frequently occurring conjunctions. [e]
    3 - I can use determiners. [h]
    3 - I can use frequently occurring prepositions. [i]
    3 - I can produce complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [j]
    6 - I can produce complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. [j]
    A. Expanding sentences and speaking in correct tenses require correct use of speech parts. Each part of speech has a specific use.
    B. Lower case letters are more common, but upper case start sentences and are used with proper nouns.
    C. Both singular and plural nouns need verb forms that match.
    D. Different kinds of pronouns show ownership or subject clarification; functions vary.
    E. Verb forms, often endings, reflect the time or tense when actions occur.
    F. Adjectives are descriptive words that paint a vivid picture.
    G. Conjunctions join ideas with specific relational functions.
    H. Determiners are used when mentioning a person or a thing for the first time, or when the audience needs clarification.
    I. Prepositions are where it's at! They indicate location, ownership, time, direction, manner or agent.
    J. Sentences can ask, tell, exclaim, command or combine information. They may vary in length.
    A.1 Why must I learn parts of speech?
    B.1 How do uses of upper and lower case letters differ?
    C.1 How might a plural noun and a singular noun be similar.
    D.1 Why are there different kinds of pronouns?
    E. 1 How do verbs change to tell different times when events occur?
    F.1 How are adjectives useful?
    G.1 How are conjunctions used?
    H.1 How are determiners used?
    I.1 Why are prepositions important?
    J.1 How might sentences differ?
  3. Common Core State Standards: English Language Arts > G.2 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Use collective nouns (e.g., group).
    2. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    3. Use reflexive pronouns (e.g., myself, ourselves).
    4. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    5. Use adjectives and adverbs, and choose between them depending on what is to be modified.
    6. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
    Content Skills Learning Targets Big Ideas Essential Questions
    English Grammar/Usage
    2 - Demonstrate (command of conventions of English grammar)
    3 - Use (collective nouns [a])
    6 - Form (irregular plural nouns [b])
    3 - Use (irregular plural nouns, past tense verbs [c])
    6 - Form (past tense verbs [d])
    3 - Use (adjectives and adverbs [e])
    3 - Choose (between adjectives and adverbs [e])
    6 - Produce (sentences [f])
    3 - Expand (sentences [f])
    6 - Rearrange (sentences [f])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    3 - I can use collective nouns. [a]
    3 - I can form frequently occurring irregular plural nouns. [b]
    6 - I can use frequently occurring irregular plural nouns [b]
    3 - I can use reflexive pronouns. [c]
    3 - I can form the past tense of frequently occurring irregular verbs. [d]
    6 - I can use the past tense of frequently occurring irregular verbs. [d]
    3 - I can use adjectives and adverbs [e]
    3 - I can choose between adjectives and adverbs depending on what is to be modified. [e]
    3 - I can produce complete simple and compound sentences. [f]
    3 - I can expand complete simple and compound sentences. [f]
    6 - I can rearrange complete simple and compound sentences. [f]
    A. Collective nouns must be correctly used with verbs that agree.
    B. Irregular plural noun forms must be learned to avoid misunderstanding. 

    C. Pronouns have varied functions. 

    D. Correct understanding and usage of a language helps writers and speakers to be understood. Tense indicates when. 

    E. Adverbs modify verbs and adjectives modify nouns or other adjectives.

    F. Knowing sentence types helps a speaker or writer expand and rearrange sentence parts.
    A.1 How do collective nouns confuse learners?
    B.1 Why are irregular nouns used incorrectly?
    C.1 Why are pronoun forms varied?
    D.1 Why is standard English grammar tense usage important?
    E.1 How do adverbs and adjectives differ in their modifying roles?
    F.1 Why do I learn about sentence types?
  4. Common Core State Standards: English Language Arts > G.3 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    2. Form and use regular and irregular plural nouns.
    3. Use abstract nouns (e.g., childhood).
    4. Form and use regular and irregular verbs.
    5. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
    6. Ensure subject-verb and pronoun-antecedent agreement.
    7. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    8. Use coordinating and subordinating conjunctions.
    9. Produce simple, compound, and complex sentences.
    Content Skills Learning Targets Big Ideas Essential Questions
    English Grammar/Usage
    Plural Nouns [b]
    Subject-Verb Agreement [f]
    Sentences [i]
    2 - Demonstrate (Command of conventions of English grammar)
    2 - Explain (Functions of nouns, pronouns, verbs, adjectives, adverbs in general)
    2 - Explain (Functions of nouns, pronouns, verbs, adjectives, adverbs in particular sentences )
    3 - Form (Regular and irregular plural nouns [b])
    6 - Use (Regular and irregular plural nouns [b])
    3 - Use (Abstract nouns [c])
    3 - Form (Regular and irregular verbs [d])
    6 - Use (Regular and irregular verbs [d])
    3 - Form (Simple verb tenses [e])
    6 - Use (Simple verb tenses [e])
    1 - Ensure (Subject-verb and pronoun-antecedent agreement [f])
    3 - Form (Comparative and superlative adjectives and adverbs [g])
    3 - Choose (Superlative or comparative [g])
    3 - Use (Coordinating and coordinating conjunctions [h])
    6 - Produce (Simple, compound, complex sentences [i])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    2 - I can explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [a]
    3 - I can form regular and irregular plural nouns. [b]
    6 - I can use regular and irregular plural nouns. [b]
    3 - I can use abstract nouns. [c]
    3 - I can form regular and irregular verbs [d]
    6 - I can use regular and irregular verbs [d]
    3 - I can form the simple verb tenses. [e]
    6 - I can use the simple verb tenses. [e]
    1 - I can ensure subject-verb and pronoun-antecedent agreement. [f]
    3 - I can form comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [g]
    6 - I can use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [g]
    3 - I can use coordinating and subordinating conjunctions. [h]
    6 - I can produce simple, compound, and complex sentences. [i]
    A. Knowing forms, functions and agreement of words helps when combining ideas.
    B. Basic rules such as plurals, tenses, subject-verb agreement, comparatives and conjunctions must be followed for effective communication.
    C. Abstract express important meaning although they cannot be detected by senses.
    D. Irregular verbs when not properly learned are misused?
    E. Adverbs will likely be used to describe action whereas adjectives are more suited to modify nouns.
    F. Without agreement, the reader or listener or reader is unclear on what refers to what.
    G. Number of syllables determines regular comparatives and superlatives.
    H. Conjunctions signal to listeners and readers the relationships of ideas.

    I. Sometimes a shorter sentence has more impact whereas other times a longer one better connects ideas.

    A.1 How does knowing grammar help me write or speak better?
    B.1 How do we understand singular and plural when communicating?
    C.1 Why must I recognize abstract nouns?
    D.1 Why are some verbs often misused?
    E.1 How do I know whether to use an adverb or an adjective for description?
    F.1 Why is subject-verb and pronoun-antecedent agreement so important in language?
    G.1 How do I form comparative and superlative adjectives and adverbs?
    H.1 How do coordinating and subordinating conjunctions function?
    I.1 How do I know when to use a simple, compound or complex sentence?

  5. Common Core State Standards: English Language Arts > G.4 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    2. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
    3. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
    4. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
    5. Form and use prepositional phrases.
    6. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    7. Correctly use frequently confused words (e.g., to, too, two; there, their).
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Demonstrate (Command of conventions of English grammar)
    3 - Use (Relative pronouns, relative adverbs [a])
    6 - Form (Progressive verb tenses [b])
    3 - Use (Progressive verb tenses [b])
    3 - Use (Modal auxiliaries [c])
    2 - Order (Adjectives [d])
    6 - Form (Prepositional phrases [e])
    3 - Use (Prepositional phrases [e])
    6 - Produce (Complete sentences [f])
    1 - Recognize (Inappropriate fragments and run-ons [f])
    2 - Correct (Inappropriate fragments and run-ons [f])
    3 - Use (Frequently confused words correctly [g])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    3 - I can use relative pronouns and relative adverbs. [a]
    3 - I can form the progressive verb tenses. [b]
    6 - I can use the progressive verb tenses. [b]
    3 - I can use modal auxiliaries to convey various conditions. [c]
    2 - I can order adjectives within sentences according to conventional patterns. [d]
    3 - I can form prepositional phrases. [e]
    6 - I can use prepositional phrases. [e]
    6 - I can produce complete sentences. [f]
    1 - I can recognize and correcting inappropriate fragments and run-ons. [f]
    2 - I can correct inappropriate fragments and run-ons [f]
    3 - I can correctly use frequently confused words. [g]
    A. Correct sentences have correctly used words, agreement of subjects and verbs, correct tenses and phrases without run-ons or fragments.
    B. Relative pronouns are those which help modify whereas relative adverbs describe where, when or why.
    C. Progressive tenses are used when showing ongoing action.
    D. Modals are used to express obligation, requirement, possibility or permission.
    E. Order of adjectives is usually opinion, appearance, age, color, origin, material, with some exceptions.
    F. Prepositions relate nouns or pronouns to other words in a sentence and describe location, ownership or time.
    G. A fragment is a piece of a complete thought punctuated like a sentence.
    H. Run-ons are corrected by placing a period between the sentences or by connecting with a coordinating conjunction.
    I. Studying use of frequently confused words in context helps writers avoid these errors.
    A.1 How do correct sentences look?
    B.1 How do I use relative pronouns and relative adverbs?
    C.1 Why do I use progressive forms?
    D.1 What conditions use modals?

    E.1 How do I know correct adjective order in sentences?

    F.1 Why are prepositions useful?

    G.1 How do I recognize a fragment?

    H.1 How do I recognize a run-on?

    I.1 How do I recognize frequently confused words?
  6. Common Core State Standards: English Language Arts > G.5 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    2. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    3. Use verb tense to convey various times, sequences, states, and conditions.
    4. Recognize and correct inappropriate shifts in verb tense.*
    5. Use correlative conjunctions (e.g., either/or, neither/nor).
    Content Skills Learning Targets Big Ideas Essential Questions
    English Grammar and Usage
    2 - Demonstrate (Command of conventions of English grammar)
    4 - Explain (Function of conjunctions, prepositions, and interjections [a])
    6 - Form (Perfect verb tenses [b])
    3 - Use (Perfect verb tenses [b])
    3 - Use (Verb tense [c])
    1 - Recognize (Inappropriate shifts in verb tense [d])
    2 - Correct (Inappropriate shifts in verb tense [d])
    3 - Use (Correlative conjunctions [e])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    4 - I can explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [a]
    3 - I can form the perfect verb tenses. [b]
    6 - I can use the perfect verb tenses. [b]
    3 - I can use verb tense to convey various times, sequences, states, and conditions. [c]
    1 - I can recognize and correct inappropriate shifts in verb tense. [d]
    2 - I can recognize and correct inappropriate shifts in verb tense. [d]
    3 - I can use correlative conjunctions. [e]
    A. Conjunctions, prepostions and interjections show relationships,locations and emotions.
    B. Perfect tense requires a form of 'have' and a participle.
    C. Tenses can convey various times, sequences, states and conditions.
    D. With verb tense consistency, all verbs describing actions happening at the same time are in the same tense.
    E. Correlative conjunctions must have parallel structures and verb and pronoun agreement.
    A.1 How do conjunctions, prepositions, and interjections function?
    B.1 How are perfect tenses formed?
    C.1 How do verb tenses affect sentences?
    D.1 How can I recognize inappropriate shifts in verb tense?
    E.1 Why must I cautiously use correlative conjunctions?
  7. Common Core State Standards: English Language Arts > G.6 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Ensure that pronouns are in the proper case (subjective, objective, possessive).
    2. Use intensive pronouns (e.g., myself, ourselves).
    3. Recognize and correct inappropriate shifts in pronoun number and person.*
    4. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
    5. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

    Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

    Content Skills Learning Targets Big Ideas Essential Questions
    Variants From Standard English [e]
    2 - Demonstrate (Command of conventions of English grammar)
    1 - Ensure (Pronouns in proper case [a])
    3 - Use (Intensive pronouns [b])
    1 - Recognize (Inappropriate shifts in pronoun number and person [c])
    2 - Correct (Inappropriate shifts in pronoun number and person [c])
    1 - Recognize (Vague pronouns [d])
    2 - Correct (Vague pronouns [d])
    1 - Recognize (Variations from standard English [e])
    2 - Identify (Strategies [e])
    3 - Use (Strategies [e])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    1 - I can ensure that pronouns are in the proper case. [a]
    3 - I can use intensive pronouns. [b]
    1 - I can recognize inappropriate shifts in pronoun number and person. [c]
    2 - I can correct inappropriate shifts in pronoun number and person. [c]
    1 - I can recognize vague pronouns. [d]
    2 - I can correct vague pronouns. [d]
    1 - I can recognize variations from standard English in my own and others’ writing and speaking. [e]
    2 - I can identify strategies to improve expression in conventional language. [e]
    3 - I can use strategies to improve expression in conventional language. [e]
    A. Incorrect pronoun use leads to vague understanding of antecedents.
    B. With exposure to correct and incorrect writing, writers can improve at recognizing and correcting errors. 


    C. Check sheets with example errors or correct forms will help in recognizing errors.
    D. Singular words like ‘every’ seem plural and tempt users to use plural pronouns.
    E. Many writers avoid awkwardness or sexism of choosing “him” or “her” and use collective “their.”
    A.1 How does incorrect pronoun use affect sentences?

    B.1 Why might peer editing have some benefits?
    C.1 How might check sheets aid in correcting?
    D.1 Why are pronoun errors with singular words like every, each, somebody, and nobody common?

    E.1 Why is the lack of a gender-free singular pronoun in English problematic?
  8. Common Core State Standards: English Language Arts > G.7 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Explain the function of phrases and clauses in general and their function in specific sentences.
    2. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. 
    3. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

    Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

    Content Skills Learning Targets Big Ideas Essential Questions
    English Grammar/Usage
    Modifiers [c]
    2 - Demonstrate (Command of conventions of English grammar)
    4 - Explain (Function of phrases and clauses [a])
    3 - Choose (Simple, compound, complex, and compound-complex sentences [b])
    1 - Place (Phrases and clauses within a sentence [c])
    1 - Recognize (Misplaced and dangling modifiers [c])
    2 - Correct (Misplaced and dangling modifiers [c])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    4 - I can explain the function of phrases and clauses in general and their function in specific sentences. [a]
    3 - I can choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. [b]
    1 - I can place phrases and clauses within a sentence. [c]
    1 - I can recognize misplaced and dangling modifiers. [c]
    1 - I can correct misplaced and dangling modifiers. [c]
    A. Relationship amongst ideas is best conveyed in correctly formed sentences.
    B. Simply stated, a clause can be seen as a verb and the words or phrases which cluster round it.
    C. A main or coordinate clause could stand on its own as a sentence, but a subordinate clause works only within a sentence.
    D. To correct dangling modifiers, name the logical doer of the action as the subject of the main clause.
    A.1 Why must I study types of phrases and clauses?
    B.1 Simply speaking, what is a clause? What are its functions?
    C.1 How do coordinate and subordinate clauses differ?
    D.1 How do I correct dangling or misplaced modifiers?
  9. Common Core State Standards: English Language Arts > G.8 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
    2. Form and use verbs in the active and passive voice.
    3. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
    4. Recognize and correct inappropriate shifts in verb voice and mood.*

    Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

    Content Skills Learning Targets Big Ideas Essential Questions
    English Grammar/Usage
    2 - Demonstrate (Command of conventions of English grammar)
    4 - Explain (Function of verbals [a])
    6 - Form (Active, passive verbs [b])
    3 - Use (Active, passive verbs [b])
    6 - Form (Verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood [c])
    3 - Use (Verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood [c])
    1 - Recognize (Inappropriate shifts [d])
    2 - Correct (Inappropriate shifts [d])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    4 - I can explain the function of verbals in general and their function in particular sentences. [a]
    3 - I can form verbs in the active and passive voice. [b]
    6 - I can use verbs in the active and passive voice. [b]
    3 - I can form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. [c]
    6 - I can form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. [c]
    1 - I can recognize inappropriate shifts in verb voice and mood. [d]
    2 - I can correct inappropriate shifts in verb voice and mood. [d]
    A. Verbs will be affected by verbals, voice and mood.
    B. Verbals may be formed from verbs but function as gerunds, participles or infinitives.
    C. Active voice is easier to read and catchier than "It was heard by me through the grape vine."
    D. Passive voice is used in crime reports, some fiction and scientific texts to maintain objectivity.
    E. Verb forms are determined by mood.
    F. When voice and mood shifts are often produced incorrectly, I must consider the context and the background of the speaker/writer.
    A.1 How can English sentences be varied?
    B.1 How might verbals be used in sentences?
    C.1 How might active voice be preferred over active voice in some writing?
    D.1 Why might passive voice be the choice in some writing?
    E.1 How do I determine which verb form is appropriate?
    F.1 How can I recognize inappropriate shifts in voice or mood?
  10. Common Core State Standards: English Language Arts > G.9-10 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Use parallel structure.
    2. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Demonstrate (Command of conventions of English grammar)
    3 - Use (Parallel structure [a])
    3 - Use (Various phrases, clauses [b])
    2 - Convey (Meanings [b])
    2 - Add (Variety, interest [b])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    3 - I can use parallel structure. [a]
    2 - I can use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations. [b]
    2 - I can convey specific meanings using various types of phrases and clauses. [b]
    2 - I can add variety and interest to writing. [b]
    2 - I can add variety and interest to presentation. [b]
    A. Parallel structure facilitates reading and listening by enhancing organization.
    B. Varied phrases and clauses convey specific meanings, arouse interest and set mood.
    A.1 What do parallel structures add to language?
    B.1 How do varied phrases and clauses affect sentence meaning?
  11. Common Core State Standards: English Language Arts > G.11-12 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
    2. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
    Content Skills Learning Targets Big Ideas Essential Questions
    Grammar Usage
    2 - Demonstrate (Command of conventions of English grammar)
    3 - Apply (Understanding of usage [a])
    4 - Resolve (Issues in usage [b])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    3 - I can apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. [a]
    4 - I can resolve issues of complex or contested usage, consulting references as needed. [b]
    A. Language is living and changes as new words and meanings are adapted.
    B. Contested usage issues can be resolved consulting references and considering changes over time.
    A.1 Why does usage change over time?
    B.1 How do I resolve grammar usage issues?

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